Professional Literature Summary

Article #3

Bib. Information Logan, B. (September 2015) Reviewing the value of self-assessments: Do they
(APA Formatting): matter in the classroom? Research in Higher Education Journal, 29, 1- 11.
Retrieved from http://files.eric.ed.gov/fulltext/EJ1077936.pdf

Author(s) Affiliation: Brenda Logan - Ed.D. Armstrong State University

Type of Resource: This article is a scholarly article from the Research in Higher Education
(Scholarly Journal, written to assist teachers with implementation in the classroom.
/Trade/Other)

Summary of essential o examined difference between conventional testing and learning

information: evaluation
o self-assessment versus self plus teacher assessment
o self plus teacher assessment yielded better results
o in order to be successful, teachers and students need to be in
agreement regarding process and students need practice
o self-evaluation allows students the opportunity for a differed learning
experience
o fears of self-assessment
o grade exaggeration
o student making mistakes
o understanding of a rubric
o idea of a student taking teacher control
o lack of parent appreciation
o ideas to combat fears
o develop criteria and rubrics together
o identify common themes and regroup as a whole
o create evidence based portfolios of work samples

Potential relevance to This article is relevant to my research topic because it acknowledges the fears I
your research topic have in my pre-implementation of self-assessment in an elementary classroom.
and study: Having always used post-evaluations, my fears of students misunderstanding a
rubric or exaggerating a grade are completely valid. However, the article cites
ideas such as developing rubrics together and beginning implementation as a
self plus teacher assessment to combat those fears in the classroom.